PPT Sulawesi 2015 STEM student engagement

+

Student Engagement through 21st Century STEM Learning

International Conference on Mathematics, Natural Sciences, & Education 8 Agustus 2015

+ Presentation Outline

Introduction to IEC and SAInS Improving STEM Instruction in Indonesian secondary

schools Innovative Pedagogical methods and 21st Century

Learning ENGAGEMENT is key to why these methods work Engagement in theory and practice Examples from IEC and SAInS Our results


+ Center for Environment, Economy, Society (CEES) @ Columbia University

Two “arms”: Sustainable Development, and Environmental Education

Mission: environmental education and literacy

Integrated Ecology Curriculum (IEC) delivered in NYC middle schools

Environmental concepts = theme for interdisciplinary project-based learning


+ IEC Program Mission Promote environmental and scientific literacy early Alleviate poverty in NYC by increasing graduation rates and,

consequently, economic self-sufficiency.

Build school capacity to develop and implement inquiry-based projects around authentic ecology investigations that bolster literacy and math skills, build higher level cognitive skills and habits, and provide compelling learning experiences that entice students to attend school everyday.

Strategy


+ SAInS: School Action for Innovation in Science

A Partnership Between the Institut Pertanian Bogor and Columbia University

A USAID Partnership


+ Goal: improve STEM education in Indonesian secondary schools

Although Indonesian students have won international Science competitions, overall the nation doesn’t rank well in science and math, internationally.

2014 Results from PISA (Program for International Student Assessment) of the OECD place Indonesia in the bottom 5 of 66 countries tested, in Math and Science.


+ Teachers want to help their students better…

Remember concepts learnedUnderstand them at a deep levelConnect them to other knowledge and to the real worldUse and apply what they learn to investigate and solve problems


SAInS Program Objectives


+Observe

innovative STEM programs in

Adopt selected innovated methods observed.

Train teachers in new methods, curriculum, and use of technology

NYC Study Tour


+What sorts of pedagogical approaches did SAInS Schools choose?Applied Research projects

Inquiry/Experiential Learning

Conceptual MathPeer TutoringStudent-Centered


+And FabLabs! Digital Fabrication Labs

3D Printer

Laser Cutter Vinyl Cutter Milling Machine

Arduino Sparkfun Robotic Kits


+ IEC and SAInS Methods also align with “21st Century Learning


+ Starting to see a pattern?Clear consistent education trends


+ These new methods can be more effective than traditional ones: Project Based Learning

Increases long-term retention of content Students perform as well or better on high-stakes tests Improved problem-solving and collaboration skills Improved attitudes towards learning

Experiential learning (real world experiences) Develop skills through repeated practice New understandings from unplanned, changing situations Connect their learning back to the classroom Motivates students and makes them more self-directed


+ BUT …in NY, our funders didn’t care about education or STEM The Robin Hood Foundation has ONE goal:

Reduce poverty in NYC

RHF ONLY interested in HS Graduation Rates


+ RHF theory: Middle School Success Leads to High School Graduation

Unfortunately they were wrong

Academic performance in Middle School

does not predict High School

Dropout


+ Several US Longitudinal studies tracked students to find dropout risk factors 9th grade attendance

much more predictive 25% of high-scoring 8th

graders off-track by the end of 9th grade • Only 37% of these

eventually graduated

(Allensworth and Easton, 2005)

Grade averages during middle school don’t correlate to HS dropout

However failing a “core”course (Literacy or Math) in 7th or 8th grade *is* a risk factor for dropout (

(Balfanz et al 2008)t al 2008),

Test scores not predictive Grades not predictive


+Research shows engagement is

key to academic success

Particularly strong effect in Middle School years Academic engagement lower probability of dropping out Alienation risk behaviors highly predictive of dropout

“Student Engagement is one of the most robust predictors of achievement, performance and persistence in school controlling for all other factors” (Klem and Connell 2008).

Proven Link between student engagement and High School graduation


+What is Engagement? Crucial to academic

performance and persistence Many studies have tried to

define engagement and its pre-cursors, mediators and effects

It’s opposite is “Alienation”

It’s a metaconcept encompassing behavioral, emotional and cognitive phenomena


+ Behavioral Engagement

Mainly described in terms of participationSchool attendance Effort and attention in class Remaining on task through completionClassroom conduct (neither apathetic nor disruptive).


+ Emotional Engagement

Student attitudes and feelings toward school and academics, General positive or negative feelingsSense of belonging to the school communityConnectedness and caring from teachers and peerConfidence in the value and benefit of what they learn


+ Cognitive Engagement

Mental traits and behaviors

ThoughtfulnessWillingness to tackle complex ideas and difficult tasks Problem solving Using meta-cognitive strategies.


+ Engagement also mediates & moderates other factors

Socioeconomic status Home environment Spending per pupilThese affect students in part by

affecting engagement. Therefore increasing

engagement by other means offsets the effects of the independent variables without need to change them directly

Inherent student qualities such as gender or disabilitiesEngagement is a moderator, altering the effect of the variable in question

Again : Increasing engagement alone will moderate any negative effects from inherent qualities. (Alexander, et al, 1997; Newmann, t al, 1992; Perry, 2008, Rumberger, 2000).

Mediates Independent variables Moderates Independent variables


+ Engagement is amenable to change via Intervention……Unlike more intractable variables such as SES, home environment, per pupil spending, or inherent student qualities

This is why engagement has become the most common variable targeted by dropout prevention programs across the country (Christenson, et al 2001).


+Coming back full circle:Pedagogy that works is also Pedagogy that Engages


+School Factors Positively Associated with Engagement

Small communities of learning

Development of products Authentic work and diverse

tasks Student and teacher

collaboration High academic standards Continuity /consistency of

adult care Sense of community and

membership

Fredericks, 2004; Institute for Research and Reform in Education, 2003; Jerald, 2008; National Research Council, 2004; Newmann, 1991; Wehlage, 1992


+Classroom Factors Positively Associated with Engagement

Teacher support and caring Positively associated with all

forms of student engagement

“Academic press” where teachers respectfully press for understanding in a supportive environment; sometimes includes peer culture and support for learning

Opportunities for autonomy, and choice, with guidance

Pride and accountability for outcomes

Battistich, Solomon, Watson, & Schaps, 1997; Croninger & Lee, 2001; Fine 1991; Finn, 1989; National Research Council, 2004; Ryan & Patrick, 2001;Steinberg, 1996


+Tasks Positively Associated with Engagement

Authentic work: application of in real-world settings or to real problems students readily perceive the

utility in the outside world Students take charge of

concept, implementation and product

Collaborative activities Use of diverse skills and

talents Higher cognitive skill

development

Connell, 1995; Fredericks, 2004; Jerald, 2008; Marks, 2000; National Research Council, 2004; Newmann, 1991; Newmann et al., 1992


+IEC and SAInS promote Engagement Authentic work with real-world relevance, that allows for

the development of products Opportunities for greater attention/support from teachers Collaboration (among students, and among teachers) A variety of tasks and experiences to showcase different

talents and skills Sense of community and membership – to a project group,

classroom, or entire grade or school Choice and autonomy in learning: opportunities to “own”

what one learns and creates High academic expectations & use of higher cognitive

skills


+ SAInS: Authentic Design & Engineering using the Fab Labs

Design and innovation are critical skills •Ability to brainstorm, prototype, and evaluate ideas, products, and procedures • Strong foundation for thinking critically about problems and solutions.


+ Fab Lab: Building Prototypes and Machines

“Hard Computing” – creating logic boards and full computers

Computerized controllers, sensors, simulators, robots, etc.

Mechanical machines, vehicles, tools of any kind

Auto-plant light with light sensor

Tiny DIY Milling Machine

Robotic Insect

Plywood boat


+IEC: Environmental Justice Unit

July 22, 2012Footer text here32

• Collect data about burdens/amenities

• Look for patterns or interesting facts

• Develop research questions

o Effect of traffic on local health

o Access to green spaceso Differences in garbage

collection

• Create & implement research plan

• Propose actions or policy responses

Students conduct a survey of environmental burdens and amenities along a transect that goes from a wealthy neighborhood to a poorer neighborhood


+

Measuring Effectiveness of Instruction for Engagement

Did our Interventions Work?


+ SAInS data still pending but seems very positive High levels of continued

Student participation in Fab Lab activiteis (clubs, special projects, etc)

Products created by students have won awards

Popular Pesta Sains “Maker” competition for students and teachers


+ IEC results were PositiveEngagement is difficult to measure, but

Indicators of engagement outcomes are clearLongitudinal study in Philadelphia identified dropout indicatorsOnly accepted indicators that would identify a large proportion of at risk students (at least 25%) That would hold true for at least 75% of non-graduates. That had “independent and additive effects” on a student’s probability of graduating (Balfanz, 2007; Balfanz, 2008; Gleason and Dynarski, 2002; Jerald, 2006; Klem and Connell 2008; Pinkus 2008).


+ Research-backed Indicators of Dropout RiskReceiving a failing grade in

fundamental ELA and Math courses

Behavioral and/or discipline problems (suspension)

Attendance lower than 80%


+IEC Accomplishments over 3 years

Proportion of dropout risk indicators declined in 75% of cases measured:

Severe Truancy down an average of 41% Suspensions down an average of 74%; 58% decrease in failures in ELA courses 37% decrease in failures in Math courses


+ The Take-away messageInnovative instructional methods embodied in recent pedagogical trends -- such as project-based learning and 21st Century learning -- have been proven effective for STEM education if applied well. These methods are effective in part because they promote behavioral, emotional and cognitive engagement in students.

Engagement is clearly predictive for school persistence and graduation, and can positively alter the influence of factors such as SES, disability, and home environment

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PPT Sulawesi 2015 STEM student engagement

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